Cambridge Primary
Contents
1 Welcome to Cambridge
3 Cambridge programmes and qualifications
5 Cambridge Primary
8 Support for Cambridge teachers
10 Join the Cambridge community
11 What next?
We think the Cambridge curriculum is
superb preparation for university.
Christoph Guttentag, Dean of Undergraduate Admissions,
Duke University, USA
www.cie.org.uk
Welcome to Cambridge
Cambridge International Examinations prepares school students for life, helping them develop
an informed curiosity and a lasting passion for learning. We are part of Cambridge Assessment,
a department of the University of Cambridge.
Our international qualifications are
recognised by the world’s best
universities and employers, giving
students a wide range of options in
their education and career. As a
not-for-profit organisation, we devote
our resources to delivering high-quality
educational programmes that can
unlock learners’ potential.
UK government’s regulator for
awarding organisations and
qualifications in England.
Our programmes and qualifications
set the global standard for
international education. They are
created by subject experts, rooted in
academic rigour and reflect the latest
educational research. They provide a
strong platform for learners to
progress from one stage to the next,
and are well supported by teaching
and learning resources.
Benefits for you and
your school
We develop our qualifications
according to our Code of Practice
and the Cambridge Approach. We
are accredited as an awarding body
by Ofqual (Office of Qualifications
and Examinations Regulation), the
Understanding learners’ needs
around the world means listening
carefully to our community of
schools. We are pleased that 98 per
cent of Cambridge schools say they
would recommend us to others.
Every year, nearly a million
Cambridge learners from 10 000
schools in 160 countries prepare for
their future with an international
education from Cambridge.
When you choose Cambridge, you
create a relationship with an
organisation that has an excellent
reputation as the leader in international
education. Our reputation will help
strengthen the status of your school,
as you become part of the global
Cambridge learning community.
Benefits for your learners
Cambridge programmes and
qualifications have a proven reputation
for being an excellent preparation for
university, employment and life.
Your learners can be confident that
the results they receive are fairly
awarded against our consistent
global standard.
Many thousands achieve the grades
they need to progress to their chosen
university. Leading universities and
employers worldwide value and
recognise Cambridge qualifications as
evidence of academic ability. They
open doors for Cambridge learners.
Together with schools, we develop
Cambridge learners who are
confident, responsible, reflective,
innovative and engaged – equipped
for success in the fast-changing
modern world.
Over 10000 schools
are part of the Cambridge
learning community
Cambridge programmes
and qualifications are
taken in more than
160 countries
98% of Cambridge
schools would
recommend us to others
www.cie.org.uk
1
Cambridge learners
The Cambridge approach supports
schools to develop learners who are:
• c onfident in working with
information and ideas – their own
and those of others
• responsible for themselves,
responsive to and respectful
of others
• reflective as learners, developing
their ability to learn
• innovative and equipped for
new and future challenges
• engaged intellectually and socially,
and ready to make a difference in
the world.
Students are both
challenged and excited by
Cambridge curricula, and are
extremely well prepared to succeed at
the highest levels at even the most
prestigious institutions of higher learning.
Alexander B Carter, Principal, Brentsville District High School, USA
2
www.cie.org.uk
Cambridge programmes and qualifications
Cambridge programmes and qualifications are carefully designed to engage your learners and
give them solid foundations to achieve high levels of academic and personal attainment.
The programmes are progressive,
giving you and your learners a clearly
defined path to success from 5 to 19
years. Our four stages lead
seamlessly from primary to secondary
and pre-university years, and each
stage builds on the learners’
development from the previous one.
We offer flexibility, allowing you to
shape Cambridge curricula to the
needs and abilities of your learners.
You can offer our programmes and
qualifications for learners at every
stage, or focus on specific ones.
Cambridge Primary
5 to 11 years old*
Our programmes and qualifications
are compatible with other curricula,
so you are free to build a unique
curriculum that suits your school’s
values. When you register with us
we will give you support and
guidance on how to implement
Cambridge programmes, so that you
make a smooth transition.
We offer comprehensive support in
four areas, designed carefully around
the needs of Cambridge learners and
teachers:
•C
urriculum: develops learners’
knowledge, understanding and skills.
Our curriculum sets clear goals for
learners and teachers.
Cambridge Secondary 1
11 to 14 years old*
• Community: brings Cambridge
schools, teachers and learners closer
together through the sharing of best
practice and ideas.
Cambridge IGCSE®
Cambridge
Primary Checkpoint
Cambridge Checkpoint
Cambridge O Level
Cambridge ICT Starters
Cambridge ICE
Cambridge Advanced
16 to 19 years old*
Cambridge International
AS & A Level
Cambridge Pre-U
Cambridge AICE Diploma
*Age ranges are for guidance only
Cambridge Secondary 1
www.cie.org.uk
• Qualifications: provide learners
with a global passport to success.
We offer reliable, rigorous and
flexible assessment, leading
to internationally recognised
qualifications.
Cambridge Secondary 2
14 to 16 years old*
Cambridge Primary
Cambridge ICT Starters
• Classroom: support and guidance
helps teachers and learners perform
to their maximum ability. We offer
world-class teacher and learner
resources.
3
Cambridge Primary has
changed the way we teach, not
only at primary level but thinking
ahead to Cambridge IGCSE. That has
been a great asset.
Gladys Lesmi Dallas, Teacher, Belgrano Day School, Argentina
4
www.cie.org.uk/cambridgeprimary
Cambridge Primary
Cambridge Primary is typically for learners aged 5 to 11 years. It develops learner skills and
understanding through the primary years in English, mathematics and science.
Cambridge Primary provides you
with a flexible framework which you
can use to tailor the curriculum to
your needs. We provide assessment
tools to help you identify what
children are learning, monitor their
progress and report to parents.
Cambridge Primary is an excellent
preparation for Cambridge
Secondary 1, and for progression
to other educational systems.
Our curriculum
• sets clear learning objectives in
English, mathematics and science
for each year of primary education
• focuses on developing knowledge
and skills in core subjects which
form an excellent foundation for
future study
• focuses on learners’ development
in each year
• provides a natural progression
throughout the years of primary
education
• is compatible with other curricula,
internationally relevant and sensitive
to different needs and cultures
• is suitable for learners whose
first language is not English, with
an optional English as a Second
Language curriculum
• gives you optional routes to use
sections that suit your learners’
needs best
Cambridge ICT Starters
Information and Communications
Technology (ICT) is now part of the
educational experience worldwide.
It is regarded as a new ‘literacy’,
alongside reading, writing and
numeracy.
Cambridge ICT Starters introduces
learners, within Cambridge Primary
and Cambridge Secondary 1 stages,
to the key ICT applications they
need to acquire that literacy and to
understand the impact of technology
on our daily lives.
• provides schools with international
benchmarks.
Taken in over 90
countries worldwide
Over 950 schools
around the world teach it
Provides international
benchmarks for learner
performance
Secure online support
and performance analysis
tools
www.cie.org.uk/cambridgeprimary
5
Classroom support for
teachers and learners
A range of support resources is
available to help teachers plan and
deliver Cambridge Primary in English,
mathematics and science. Resources
are also available for Cambridge ICT
Starters. Teachers can access these
resources once their school becomes
a registered Cambridge school.
Our assessments
Many schools use the Cambridge
Primary testing structure to assess
learner performance and report
progress to learners and parents.
Cambridge Primary uses
internationally benchmarked tests,
giving parents extra trust in the
feedback they receive.
There are two testing options at
Primary stage: Cambridge Primary
Progression Tests and Cambridge
Primary Checkpoint.
Resources for teachers
of Cambridge Primary
Cambridge
Primary
Curriculum frameworks or syllabus
Teacher guides and schemes of work
Textbooks and resources from publishers
Training – face-to-face and online
Secure online support sites: Teacher
Support, Cambridge Primary online
Subject communities and discussion forums
Online help – frequently asked questions
www.cie.org.uk/help
Cambridge
ICT Starters
✓
✓
✓
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✓
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Testing and assessment tools:
Cambridge Progression Tests (stages 3–6)
and Cambridge Primary Checkpoint
✓
Progress Checker to analyse marks
from Cambridge Progression Tests
✓
Past/specimen question papers and
mark schemes
✓
Examiner reports for
Cambridge Primary Checkpoint
✓
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For more details of the support we offer to schools, see page 8.
Cambridge Primary
Progression Tests:
• provide detailed information about
the performance of each learner for
stages 3, 4, 5 and 6 of the curriculum
• enable teachers to give structured
feedback to learners and parents
• enable teachers to compare
the strengths and weaknesses
of individuals and groups
• are marked by teachers in your school
• come with clear guidance, standards
and mark schemes
• c an be used at any time during
the year
• c an be downloaded securely online.
Cambridge Primary provides a unique
analysis tool for Cambridge Primary
Progression Tests – the Cambridge
Progress Checker – to track learners’
progress. Using a spreadsheet,
teachers upload learners’ test results
and can then analyse results and
create and print reports. This enables
comparisons of a learner’s results
against their class, school or other
schools around the world, and on a
year-by-year basis.
Cambridge Primary Checkpoint:
• is a test for learners at the end of the
final year of Cambridge Primary and
is available in English, mathematics
and science. English as a Second
Language tests are available from our
sister organisation Cambridge
English Language Assessment
6
• tests skills, knowledge and
understanding at the end of stages
4–6 of the curriculum for English
and mathematics, and stages 3–6
of the curriculum for science
• the tests are marked in Cambridge
to provide an international
benchmark of learner performance
• each learner receives a statement of
achievement and a diagnostic
feedback report
• the feedback report shows how a
learner has performed in relation to
the curriculum, their learning group,
the whole school, and against all
learners who have taken tests in that
series around the world.
•helps teachers to monitor group and
individual performance and manage
learning programmes
www.cie.org.uk/cambridgeprimary
Cambridge Primary has changed the
way we teach, not only at primary level but
thinking ahead to Cambridge IGCSE. That
has been a great asset.
Gladys Lesmi Dallas, Teacher, Belgrano Day School, Argentina
www.cie.org.uk/cambridgeprimary
7
Support for Cambridge teachers
We offer a wide range of support resources to help teachers plan and deliver our programmes and qualifications.
Secure online support
We offer free, secure online support to
Cambridge teachers.
Teacher Support
An online resource bank and community
forum where teachers can access
thousands of Cambridge support
resources, exchange lesson ideas and
materials, and join subject-specific
discussion forums.
Assessment tools
We provide dedicated online support to
schools registered to offer Cambridge
Primary and Cambridge Secondary 1.
Teachers can download Progression Tests
and use results analysis tools to monitor
learners’ progress.
Teaching resources
Ask the Examiner seminars
These sessions take place on Teacher
Support after exam results have been
released, giving teachers an opportunity to
ask examiners any questions they have
about the series.
Teacher guides
Teacher Guide
English
Our teaching and learning resources
help teachers plan and deliver Cambridge
programmes.
Syllabus (or curriculum framework)
The most important documents
teachers will use. They describe
what learners need to know,
what they must be able to do,
and how they will be assessed.
SYLLABUS
Cambridge IGCSE®
Mathematics
Cambridge International Certificate*
0580
For examination in June and November 2014
Cambridge IGCSE®
Mathematics (with Coursework)
0581
For examination in June and November 2014
*This syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International
Level 1/Level 2 Certificate.
Schemes of work
Scheme of work – Cambridge IGCSE® World Literature (0408)
Overview
This scheme of work provides ideas about how to construct and deliver a course. The 2012 and 2013 syllabus has been broken down into teaching units with
suggested teaching activities and learning resources to use in the classroom.
Recommended prior knowledge
Students should have experience of reading plays, poems and prose fiction prior to their Cambridge IGCSE studies.
Outline
The assessment objectives (AO) are:
AO1: detailed knowledge of the content and form of literary texts drawn from different countries and cultures
AO2: engagement with writers’ ideas and treatment of themes, and appreciation of how texts relate to wider contexts
AO3: recognition and appreciation of how writers create and shape meanings and effects
AO4: empathy, through re-creation of a character’s voice and thoughts
v1 2y02
Cambridge IGCSE World Literature (0408)
1
A medium-term plan that
gives ideas on how teachers
might deliver the course.
Textbooks and publisher resources
We publish lists of resources to
support teaching, including
textbooks and websites. Some of
these resources are endorsed by
Cambridge International Examinations, which
means we have quality checked them and
judge them to match the syllabus well.
Example candidate responses
(standards booklets)
Example Candidate Responses
(Standards Booklet)
Cambridge International AS Level
Applied Information and Communication Technology
9713
Cambridge Advanced
8
Some subjects have teacher guides
which provide extra guidance on
planning and teaching.
Real candidate answers are shown
alongside examiner comments
so teachers can see the level of
performance needed to achieve
each grade.
www.cie.org.uk/teachers
Exam preparation materials
Grade thresholds
Cambridge International Advanced and Advanced Subsidiary Level
9708 Economics June 2012
Grade Thresholds
ECONOMICS
GCE Advanced Level and GCE Advanced Subsidiary Level
Grade thresholds taken for Syllabus 9708 (Economics) in the May/June 2012 examination.
maximum
mark
available
Component 11
Past question papers
minimum mark required for grade:
A
B
24
E
21
13
30
23
20
13
30
23
20
13
Component 21
We provide information after each exam
series to help teachers understand the
standard of Cambridge exams and prepare
learners effectively.
30
Component 12
Component 13
Component 22
40
40
22
19
23
12
20
12
Component 23
40
28
24
15
Component 31
30
23
21
13
Component 32
Component 33
30
30
23
21
23
13
21
13
Component 41
70
48
43
29
Component 42
70
47
40
25
Component 43
70
48
43
29
The thresholds (minimum marks) for Grades C and D are normally set by dividing the mark range between
the B and the E thresholds into three. For example, if the difference between the B and the E threshold is
24 marks, the C threshold is set 8 marks below the B threshold and the D threshold is set another 8 marks
down. If dividing the interval by three results in a fraction of a mark, then the threshold is normally rounded
down. Grade A* does not exist at the level of an individual component.
The thresholds for the syllabus are determined first by adding together the thresholds for the components
taken by the candidate. A reduction may be made at the higher grades depending on the correlation of the
papers. If the maximum raw marks for the components are not in the weighting/relationship specified in the
syllabus, a weighting is applied to arrive at the overall thresholds. The A* threshold is calculated using the
difference between A and B as a starting point.
The maximum total mark for this syllabus is 200 for A Level and 100 for AS Level.
For this syllabus in this series the grade thresholds were as follows:
Option
Combination of components
A*
A
B
C
D
E
AX
11, 21, 31, 41
145
133
121
106
91
77
AY
12, 22, 32, 42
146
132
118
103
88
73
AZ
13, 23, 33, 43
145
133
121
106
91
77
BX
31, 41 and AS from last June
152
139
126
110
95
80
© University of Cambridge International Examinations 2012
Mark schemes
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
MARK SCHEME for the May/June 2012 question paper
for the guidance of teachers
0460 GEOGRAPHY
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
General Certificate of Education Ordinary Level
1123/02
ENGLISH LANGUAGE
For Examination from 2011
Paper 2 Reading
SPECIMEN PAPER
1 hour 45 minutes
Candidates answer on the Question Paper.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions in both Section 1 and Section 2.
You are recommended to answer the questions in the order set.
The insert contains the two reading passages.
Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.
Dictionaries are not permitted.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Note: This specimen paper shows the assessment objective from the syllabus for each question – this
information may not appear on the actual question paper.
This document consists of 8 printed pages and 1 insert.
[Turn over
© UCLES 2009
We publish past papers for each
subject. Great for giving learners
practice at answering different types
of question.
These show the minimum number
of marks learners needed to
achieve in order to be awarded a
particular grade.
0460/12
Paper 1, maximum raw mark 75
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
• Cambridge will not enter into discussions or correspondence in connection with these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.
These help teachers understand
how marks are awarded for each
question and what examiners look
for when they mark.
Examiner reports
Our principal examiners write
detailed reports describing learners’
overall performance on each part of
the question. The reports give
insight into common misconceptions shown
by learners, which teachers can address
in lessons.
Cambridge International General Certificate of Secondary Education
0580 Mathematics June 2012
Principal Examiner Report for Teachers
MATHEMATICS
Paper 0580/11
Paper 11 (Core)
Key Message
To succeed in this paper candidates need to have completed full syllabus coverage, remember necessary
formulae, show all necessary working clearly and use a suitable level of accuracy.
General comments
Many candidates made a good attempt at answering this paper. As in previous years, this paper was fairly
straightforward with many part questions worth only 1 mark. With those parts that carried more marks,
workings needed to be shown in order to access the method marks if the final answer given was incorrect.
Along with this request for workings to be shown, candidates must check their work for sense and accuracy.
Candidates must take notice that, if a question asks for the answer to a fraction calculation as a mixed
number then a vulgar fraction is not correct. On this paper there were two questions that had answers as
sums of money. Money should be given to the nearest cent if not a whole dollar amount. Candidates should
be made aware of what kind of answer needs to be rounded and which should be left unrounded, for
example 87.5% (Question 1) and 2.25 (Question 8) should be left unrounded as they are exact values. The
answer to Question 10 should be given as 23.2(cm) not as 23 as many did. The number from the calculator
in Question 4, 495.3648008…, is not exact so needs rounding. Moreover, as this is money it should be
rounded to 495.36 (euros)
The questions that presented least difficulty were 2(a), 5, 8, 9(a), 17(a) and 18(c). The questions that proved
to be the most difficult were 3, 6, 7(a), 9(b), 18(a), 20(b) and 20(c).
The greatest number of part questions that were left blank were all in Question 20. Time does not appear to
have been an issue over the whole paper as blank responses were scattered, in much lower numbers
throughout the paper. These blank responses point to areas of the syllabus where candidates have
difficulty. Apart from Question 20, the part questions over the whole paper that were the most often omitted
were 9(b), 15(b), 17(c) and 18(a).
Comments on specific questions
Question 1
Often candidates who found the required 87.5% rounded this to 87% or 88%. A common wrong answer was
84× 96
80.64 from the erroneous calculation 100 . Also seen were 0.875 (the decimal form) and 84 (from the
question).
Answer: 87.5
Question 2
The occasional answer of ‘equal triangle’ was not given credit. The number of lines of symmetry was given
as 1 or 2 with the majority of candidates giving the correct answer of 3 lines. Some candidates matched their
answer to part (a) of isosceles with 1 line of symmetry but this was not awarded credit as the question stated
the triangle had 3 equal sides.
Answers: (a) Equilateral (b) 3
1
© 2012
Professional development
Our comprehensive professional
development programme includes training
courses and qualifications for teachers at
different stages of their careers.
Face-to-face training workshops
We hold workshops around the world
to support teachers in delivering Cambridge
syllabuses and developing their skills.
Online training
We offer self-study and tutor-led online
training courses via our virtual learning
environment. A wide range of syllabusspecific courses and skills courses is
available. We also offer training via video
conference and webinars, so our trainers can
deliver a face-to-face training experience
anywhere in the world.
Cambridge Professional Development
Qualifications
We provide qualifications for teachers and
trainers who want to develop their thinking
and practice. Find out more from our website
at www.cie.org.uk/pdq
www.cie.org.uk/teachers
9
Join the Cambridge community
Join our community and be part of a global network of more than 10000 schools in over 160 countries.
When you become a Cambridge
school, you join a worldwide
education community. Our range
of activities includes community
events for Cambridge school leaders
and heads of department,
professional development events
including our annual Cambridge
Schools Conference, workshops with
Cambridge experts where you can
learn at your own pace, and online
‘Ask the Examiner’ question and
answer sessions. You have free and
unlimited access to Teacher Support,
our secure online support for
Cambridge teachers where you can
share resources and ideas, get access
to Cambridge experts and explore
discussion forums. You can also use
our LinkedIn group to network with
Cambridge teachers.
Learners have access to online
resources such as revision guides and
sample questions. We also have a
Facebook page where learners can
take part in debate, with Cambridge
and with each other.
Cambridge gives clear guidelines and progressive objectives
to help teachers optimise student learning at each stage. This
makes coordination amongst staff members easier and the gap
between stages no longer exists.
Jean Gerardi, Teacher, St. Gregory’s College, Argentina
10
www.cie.org.uk/startcambridge
What next?
If you would like to take Cambridge programmes and qualifications, and are already a Cambridge
school, please contact us – our details are below. If you are not a Cambridge school already, you
need to register first. There are four simple steps and we will guide you.
Become a Cambridge school
There are four steps to
becoming a Cambridge school:
Step one: Express your interest
We aim to contact you within two working days of submitting
your expression of interest.
Step two: Complete our Application Form
We aim to contact you within five working days of submitting
your Application Form.
Step three: We carry out an approval visit
We will arrange a time that is convenient to you.
Step four: You become a Cambridge school
You can find more information at
www.cie.org.uk/startcambridge
If you are approved to become a Cambridge school we will send
your contract letter within 30 working days of the approval visit.
Start working with us
Marketing support
On completing the registration process, we will send
you a Welcome to Cambridge pack. This contains a wide
range of support materials to get you started.
To help you make the most of your association with
Cambridge, we will provide your school with marketing
materials as part of the Welcome to Cambridge pack.
We will also give you access to Marketing Resources,
a secure area of our website, where you can download
posters, logos and factsheets to help you talk to parents
about Cambridge.
Classroom support
You will receive a range of excellent support for teachers
and learners, to help deliver Cambridge education
programmes and qualifications in every classroom.
Implementing the Cambridge curriculum
We have produced a guide to help school leaders
implement the curriculum with Cambridge. Find it at
www.cie.org.uk/curriculumguide
Fees
We charge each school an annual registration fee,
plus fees for each examination entry.
Administration support
You will be able to use CIE Direct, our online tool for
exams officers, which allows you to communicate
securely with us and exchange all administrative
information, including exam entries and results, entry
instruction booklets and other documentation. You can
always contact us if you need help, or simply have a
question that is on your mind. We are pleased to say that
our customer service is rated as the best in its class.
Learn more!
Sign up for email alerts
Getting in touch with Cambridge is easy:
Email: info@cie.org.uk Call: +44 (0)1223 553554
Visit: www.cie.org.uk
For the latest updates on our new products and
services – and to sign up for email alerts – go to
www.cie.org.uk/new
www.cie.org.uk/startcambridge
11
Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
t: +44 1223 553554 f: +44 1223 553558
e: info@cie.org.uk www.cie.org.uk
® IGCSE is the registered trademark of Cambridge International Examinations
© Cambridge International Examinations, November 2014
*2096973799*